1. Jim Shriner IEPs and the Common Core Standards: Implications for Students with E/BD Preparation of this presentation was supported, in part, by grants (R324J060002 and R324A120081) from the U. S. Department of Education, Institute of Education Sciences, National Center on Special Education Research, and from the Illinois State Board of Education (Part B- Discretionary Programs) awarded to the author. Opinions expressed herein do not necessarily reflect those of the U. S. Department of Education, ISBE or Offices within these agencies. Illinois Council for Children with Behavioral Disorders February 2014 Lisle, IL

2. IEP-Q Focus Support provided by the Tutorial will result in the development of higher quality IEPs that: Help prioritize annual goals in relation to state standards and the general education curriculum. Are used routinely in planning and implementing instruction on general curricular skills. As a result, IEP goals will be reviewed and met with a higher frequency and there will be an increase in students’ standards-based achievement.

4. “Standards-based IEP” Where is the student with respect to standards for enrolled grade? Which standards warrant attention? What goals are needed to designate the “necessary learning –the specially designed instruction” – that will lead the student’s program toward achievement of standards? Sources: Project Forum at NASDSE, 2010. Status: Most states use SB- IEPs. Reason: Access

6. General Curriculum Standards Transition Skills Access Skills Standards-based, not Standards-bound. IEP Parameters The IEP is the boundary, not the standards

7. Standards-based, not Standards-bound. IEP Parameters The IEP is the boundary, not the standards General Curriculum Standards Transition Skills Access Skills

8. IEP-Q Project Caveats Instructional Time is Limited Opportunity to Learn is Important Procedural and Substantive Components of IEPs Matter

9. Project Logic What standards? (CCSS +) Not all Standards are “Equal” Match to needs/deficit areas Match to Present Levels of Academic Achievement and Functional Performance – (PLAAFP)

10. PLAAFP Are multiple sources of data used? Does the PLAAFP provide a descriptive snapshot of the student? Could you begin standards- referenced instruction? Resource: Planning Sheet example

12. Site Features The IEP Tools are intended to help instructors write Academic, Functional and Transition goals that are referenced to Illinois Learning and Social/Emotional Standards. Tools include reference charts, worksheets for teachers, parents and students, and links to other tools on the web. Toolbox

16. Common Core State Standards “Fail to deal with the reality of factors that interfere with learning for students manifesting behavior and emotional problems.” Barriers may be external or internal UCLA Center for Mental Health in Schools or more texts.

17. Common Core State Standards “Beyond academic learning problems (attention, processing), students for whom unsatisfactory interpersonal relationships are of concern will face additional challenges in meeting the standards. Nearly 1/3 of ELA and Math standards required social problem solving skills.” Sweigart & Landrum, 2013

18. If a Goal is Needed: Identify specially designed instruction including or modifications needed to access and make progress in the general curriculum What student-specific and focused instruction is to be offered? (e.g., intense reading support, supplemental math foundational skills) Are alterations to the complexity or focus of material needed? IEP-Q Tutorial Goal Assistant Write Goals and Objectives Implementation Plan

19. Common Core State Standards Complex, but neither Common nor Standard RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. two or more texts. CCSS English/Langu age Arts Reading Informational Texts RI.5.5

20. Multiple Variations of Skills/Content Skill: Compare/Contrast 1. Chronology 2. Comparison/similarity 3. Cause/effect 4. Problem solution Text Focus/Content 1. News Events –Social Studies- History – Science 2.Concepts/Ideas – Informational – Daily Living/ Job Skills Given 2 accounts of same event, Jimmy will identify - in writing - the main idea in each article/artifact and will select from provided options how the authors present the information with 100% accuracy on 3 of 4 trials. CCSS English/Langu age Arts Reading Informational Texts RI.5.5

21. Common Core State Standards Complex, but neither Common nor Standard 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. two or more texts. CCSS Math – Numbers/Oper ations/Base 10 4.NBT.5

22. Response to Intervention (RtI), Progress Monitoring, Standards, and IEPs Observations from the current IEP Quality Project: 1. Skill Articulation 2. Measurement Articulation 3. Level of Goal Complexity Influences on IEPs

23. . Criterion of Acceptable Performance We are seeing many IEPs with the goal: “… will improve his score on the progress monitoring program to X percentile by the end of the school year.” Similar to the overuse of percentages as progress measures (Bateman & Linden, 2006; Yell, 2012), normative-only criteria also are of concern. What is the replicable criterion? What are the articulated instructional skill needs? Response to Intervention “influences” on IEPs

24. Progress Monitoring/Benchmarking Depending on the product used: - will tell you that a student is improving or failing to make progress in the area of reading fluency (ORF) or overall comprehension (MAZE). - will not tell you which specific reading skills or strategies are contributing to the results. (Decoding, vocabulary knowledge, question/context confusion, form of error analysis or reading behavior) What are the articulated instructional skill needs? Response to Intervention “influences” on IEPs

25. . Applicability to Standards-referenced IEPs Shinn (2012) Beyond early reading skills, some progress monitoring measures have reduced consistency (i.e., content validity) with the standards (esp. Reading for Informational Text). - Content Knowledge & Vocabulary

26. Multiple Variations of Skills/Content 1.Multiply a whole number of up to four digits by a one-digit whole number 2. Multiply two two-digit numbers 3. Use strategies based on place value 4. Use strategies properties of operations 5.Illustrate and explain the calculation Goal Ideas? CCSS English/Langu age Arts Reading Informational Texts RI.5.5

32. Where in the IEP? Present levels Special factors Annual goals Program summary Attached Supplements

33. PLAAFP – All Students Referral Data Attendance Data Description of School/Classroom System Strength(s) – 3 is good Strategies used and effects

34. PLAAFP – Some Students - FBA Approach and Team - Observable, measurable definition of Priority Problem Behavior(s) – limit(?) -Checklists, Interviews, Observations – and persons completing - Hypothesis

35. IDEA and Behavior If a student’s behavior(s) negatively affects his or her learning or the learning of others, the IEP team shall consider strategies including positive behavior(s)al interventions, strategies, and supports to address that behavior(s) (IDEA 20 U.S.C. § 1414(d)(3)(B)(I) Focus on Positive Supports

36. IDEA and Behavior As with academic goals, behavioral goals must follow from the PLAAFP and be supported with data. Interventions should be based upon peer-reviewed research.

37. Participants / Student Strengths Operational Definition of Target Behavior Setting / Antecedents / Consequences Hypothesis of Behavioral Function Functional Behavioral Assessment

38. IDEA and Behavior 1. When this occurs… (describe circumstances/antecedents) 2. the student … (describe target behavior) 3. to get/to avoid… (describe consequences) Critical Phrases of Functional Hypothesis

39. Base the BIP on a Functional Behavioral Assessment (FBA) Define target behavior Develop a hypothesis as to the function of the behavior Collect data (direct and indirectly) Validate the function and key context variables –Triangulate data –Data analysis Develop the BIP

41. Behavior Intervention Plans... Support desired alternatives that allow student to meet their needs Make the current undesired behavior less effective in meeting the student’s need

42. 2 Components of a BIP Teaching plan Crisis plan

43. Programming and Specially Designed Instruction -Observable, measurable definition of Replacement Behavior(s) -Antecedent Strategies – prevent and teach -Consequences (Reinforcement and Reductive)

45. Teaching Model meet desired criteria Setting Event Problem Behavior Trigger (antecedent) Naturally Maintaining Consequence LTO Replacement Behavior short term objective Artificial Reinforcers (teacher controlled)

49. Evaluating the BIP S ystematic review Data collection Communication Criteria for success (long and short term)

52. Site Features The Resource Library brings together important sources of information on IEP development, including books, journal articles, web sites, and behavior data collection forms. Resource Library

56. Resources

57. Social Work Scenario 2 (Draft Excerpt) James is 9 years old and in the third grade. He was diagnosed at age five with ADHD and Oppositional Defiant Disorder and receives services for Other Health Impaired. He has a “good heart” and can be very generous. James enjoys playing video games and watching TV. He goes to an after school program where he can get help with homework, hang out with friends, or play games. Interviews and inventories indicate he has a strong dislike for school and difficulties with peer relationships. He has gotten into trouble for poking other students with pencils, pushing them on the playground, and arguing when given consequences for breaking classroom rules. During one observation, Micah verbally refused to do his work, threw his pencil on the floor, paper, got up out of his seat, and walked around the room. The teacher initially ignored his behavior and attempted to redirect him. However, his behavior escalated and he left the classroom without permission.

58. Peer-Reviewed Research: Moving Toward a Scientific Basis for Special Education Martín (2010) IDEA and Behavior

59. Practical Guidance for Schools Martín (2010) Begin preparing for potential parental inquiries on the research bases for the methods and services being delivered. Be prepared to provide documentation of peer- reviewed research, if such research exists to support an IEP. Specially-designed instruction Focus of instructional time Service options ( Remember, however, that there is not yet a requirement that such documentation be provided at an IEP team meeting.) IDEA and Behavior

60. Positive Approaches Behavioral Principles and Instructional Practices Reinforcement – Differential Reinforcement Behavior-specific praise contingent, immediate, individualized Behavioral momentum Antecedent interventions Opportunity to practice in natural settings

61. Resources for Educators Evidenced-based Practices http://autismpdc.fpg.unc.edu/content/briefs http://ebi.missouri.edu http://iris.peabody.vanderbilt.edu/iris-resource- locator/?term=behavior-classroom-management